# Common Core State Standard I Can Statements 2 nd Grade

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1 CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 2 nd Grade Common Core State Standards for Mathematics Operations and Algebraic Thinking (OA) 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2. OA.1.1 Locate clue words to help me solve problems and choose when to add or subtract in a word problem. (1, 2*, 3, 4*) 2 OA.1.2 Represent addition and subtraction word problems using objects, drawings, and equations with unknowns in all positions. (1, 2*, 3*, 4*) 2 OA.1.3 Solve addition and subtraction word problems that involve one step operations. (1, 2*, 3*, 4*) 2OA.1.4 Solve word problems with unknown numbers in different positions (e.g., 5 + =13). (1, 2*, 3*, 4*) 2OA.1.5 Solve addition and subtraction word problems that involve two steps (doing one computation, and using that answer to perform a second computation that leads to the solution of the problem). (1, 2, 3*, 4*) 2OA.1.6 Differentiate between one and two step word problems and choose the correct operation to solve. (1, 2, 3*, 4*) clue words operations addition comparing equation symbols represent subtraction taking from taking apart comparing 1

2 2.OA.2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. 2. OA.2.1 Use drawings to add and subtract one digit numbers. (1*,2*,3*,4*) 2. OA.2.2 Mentally add and subtract within 20. (1*, 2*, 3*, 4*) 2. OA.2.3 Know all sums of two one digit numbers from memory by the end Grade 2. (1*, 2*, 3*, 4*) fluently mental strategies sums digit 2.OA.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2. OA.3.1 Identify even numbers. (1*, 2, 3, 4) 2. OA.3.2 Identify odd numbers. (1*, 2, 3, 4) 2. OA.3.3 Use skip counting patterns to determine even or odd numbers. (skip count by 2 s). (1*, 2, 3, 4) 2. OA.3.4 Create an equation that shows an even number as a sum of doubles. (1*, 2, 3, 4) even numbers odd numbers doubles skip counting patterns 2.OA.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2. OA.4.1 Define/understand the meaning of an array. (3, 4*) 2. OA.4.2 Design an array to model addition with up to 5 rows and 5 columns. (3, 4*) 2. OA.4.3 Write an equation to express the array as the sum of equal addends. (3, 4*) array columns addends rows equal model 2

3 2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Number and Operations in Base Ten (NBT) 2. NBT.1.1 Identify the ones, tens,and hundreds place in a given number. (1*, 2, 3, 4) 2. NBT.1.2 Identify how many ones are in a ten. (1*, 2, 3*, 4) 2. NBT.1.3 Identify how many tens are in a hundred. (1*, 2, 3*, 4) 2. NBT.1.4 Practice grouping ones, tens, and hundreds to build numbers. (1*, 2, 3,4) 2. NBT.1.5 Create bundles of tens to make one hundred. (1*, 2, 3*, 4) 2. NBT.1.6 Identify place value of a number within (1*, 2, 3*, 4) 2. NBT.2.1 Count to 1000 by ones. (1, 2*) 2. NBT.2.2 Skip count by 5 s to (2, 3*, 4) 2. NBT.2.3 Skip count by 10 s to (1*,2*,3*,4*) 2. NBT.2.4 Skip count by 100 s to (1*, 2*, 3*, 4*) (1 st 9 weeks up to 250, 2 nd 9 weeks up to 500, 3 rd 9 weeks up to 750, 4 th 9 weeks up to 1000) 2. NBT.3.1 Read and write numbers within (1, 2*, 3, 4) 2. NBT.3.2 Identify any number names within (1, 2*, 3, 4) 2. NBT.3.3 Use expanded form to read and write numbers within (1, 2*, 3, 4) 2. NBT.4.1 Recognize the symbols <, >, and =. (1, 2*, 3, 4*) 2. NBT.4.2 Define greater than, less than, or equal to. (1, 2*, 3, 4*) 2. NBT.4.3 Compare numbers up to 1000 using correct symbols <,>, or =. (1, 2*, 3, 4*) 2. NBT.5.1 Fluently add numbers from 0-99 w/out regrouping. (1*, 2) 2. NBT.5.2 Fluently add numbers from 0-99 with regrouping. (2*, 3) 2. NBT.5.3 Fluently subtract numbers from 0-99 w/out regrouping. (1*, 2) 2. NBT.5.4 Fluently subtract numbers from 0-99 w/regrouping. (2*, 3) 2. NBT.5.5 Apply the properties of operations. (2*, 3) 2. NBT.5.6 Recognize that subtraction is the opposite of addition. (1*, 2) place value bundles hundreds ones tens grouping create expanded form number words to 1000 greater than less than equal to recognize fluently regrouping inverse with grouping 3

4 2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.8. Mentally add 10 or 100 to a given number , and mentally subtract 10 or 100 from a given number NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations NBT.6.1 Identify place value within 100. (1*, 2, 3) 2. NBT.6.2 Identify properties of operations. (2*, 3) 2. NBT.6.3 Add three two-digit numbers using strategies based on place value and properties of operations. (2*, 3) 2. NBT.6.4 Add three two digit numbers using strategies based on place value and properties of operations. (2*, 3) 2. NBT.6.5 Add four two-digit numbers using place value and properties of operations. (2*, 3) 2. NBT.6.6 Add four two-digit numbers. (2, 3*, 4) 2. NBT.7.1 Identify place value within (1*, 2) 2. NBT.7.2 Identify the properties of operation within (2, 3*) 2. NBT.7.3 Use the inverse operation. (2, 3*) 2. NBT.7.4 Line up numbers correctly based on place value. (2*, 3, 4) 2. NBT.7.5 Solve addition and subtraction problems within 1,000 using concrete models, drawing, and strategies with and w/out regrouping. (1, 2, 3*) 2. NBT.7.6 Tell in my own words which strategies I used to solve the addition and subtraction problems. (2, 3*) 2. NBT.8.1 Identify place value within (1*, 2) 2. NBT.8.2 Count by tens to 900. (1, 2*) 2. NBT.8.3 Count by hundreds to (1*) 2. NBT.8.4 Apply place value knowledge to show that when adding or subtracting 10, the value of the tens place changes. (2,* 3) 2. NBT.8.5 Apply place value knowledge to show that when adding or subtracting 100, the value of the hundreds place changes. (2, 3*) 2. NBT.9.1 Create models, drawings, or use objects to defend why an addition or subtraction strategy works. (1, 2, 3*) place value properties of operations concrete models such as base ten blocks 4

5 2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Measurement and Data (MD) 2. MD.1.1 Define length in terms of equal units. (4*) 2.MD.1.2 Identify tools that measure length.(ex. Rulers, yard sticks, meter sticks, and measuring tapes) (4*) 2. MD.1.3 Select the appropriate tool to measure the length of an object. (4*) 2. MD.1.4 Correctly use a selected tool to measure the length of an object. (4*) 2. MD.2.1 Select the appropriate tool to measure the length of an object. (4*) 2. MD.2.2 Measure an object twice using two different standard units. (inches, centimeters, feet, yards) (4*) 2. MD.2.3 Compare, contrast, and explain the two measurements. (4*) 2. MD.3.1 Identify different units of measurements (inches, centimeters, etc.) (4*) 2. MD.3.2 Give examples of objects that relate to the size of the unit. (inches, centimeters, feet, meters) (4*) 2. MD.3.3 Estimate lengths using units of inches, feet, centimeters, and meters. (4*) 2. MD.4.1 Select the appropriate tool to measure the length of as object. (4*) 2. MD.4.2 Correctly use the tool to measure the length of two objects. (4*) 2. MD.4.3 Compare the lengths of two objects in terms of standard length units. (4*) 2. MD.4.4 Find the difference of the two lengths in terms of standard length units. (4*) 2. MD.5.1 Use addition and subtraction within 100 to solve word problems involving length. (3, 4*) 2. MD. 5.2 Create models and drawings to solve word problems involving length. (3, 4*) 2. MD. 5.3 Create equations with a symbol for the unknown number to represent the problems involving length. (3, 4*) length, ruler, inch centimeter, foot, yard, yardstick meter, meterstick estimate 5

6 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram. 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple puttogether, take-apart, and compare problems 4 using information presented in a bar graph. 2. MD.6.1 Create a number line that shows whole numbers as lengths from 0 with equally spaced points corresponding to the numbers 0,1,2. (3*) 2. MD.6.2 Use a number line to solve addition and subtraction problems as length within 100. (3*) 2. MD.7.1 Define a.m. and p.m. (3*, 4) 2. MD.7.2 Count by 5 s to 60. (3*, 4) 2. MD.7.3 Read time to the nearest 5 minute intervals on analog and digital clocks. (3*, 4) 2. MD.7.4 Write time to the nearest 5 minute intervals correctly from an analog and digital clock. (3*, 4) 2. MD.8.1 Identify the name of each coin and bill. (3*, 4) 2. MD.8.2 Identify the value of each coin and bill. (3*, 4) 2. MD.8.3 Apply patterns to add like coins using appropriate symbols. (3*, 4) 2. MD.8.4 Add different coins together using appropriate symbols. (3*, 4) 2. MD.8.5 Add coins and bills together using appropriate symbols. (3*, 4) 2. MD.8.6 Solve word problems involving money. (3*, 4) 2. MD.9.1 Measure lengths of objects correctly. (4*) 2. MD.9.2 Record data of measurements. (4*) 2. MD.9.3 Describe a line plot and horizontal scale. (4*) 2. MD.9.4 Using the data collected, create a line plot. (4*) 2. MD.10.1 Describe the parts a picture graph. (1*) 2. MD.10.2 Describe the parts of a bar graph. (1*) 2. MD.10.3 Create a picture graph (with a single unit scale) to represent data set up to four categories. (1*, 2, 3*, 4) 2. MD.10.4 Create a bar graph (with a single unit scale) to represent a data set with up to four categories. (1*,2,3*, 4) 2. MD.10.5 Read data on a picture graph. (1*, 2, 3*, 4) 2. MD.10.6 Read data on a bar graph. (1*,2,3*,4) 2. MD.10.7 Use data from the picture graph to solve problems. (1*, 2, 3*, 4) 2. MD.10.8 Use data from a bar graph to solve problems. (1*,2,3*,4) analog digital penny quarter nickel dime dollar bill decimal point line plot horizontal scale data picture graph bar graph categories scale 6

7 2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. 5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 2.G.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. 2.G.3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Geometry (G) 2. G.1.1 Recognize shapes based on given attributes. (2*, 3) 2. G.1.2 Draw shapes based on given attributes. (2*, 3) 2. G.1.3 Identify triangle, quadrilaterals, pentagons, hexagons, and cubes. (2*, 3) 2. G.1.4 Define attributes such as angles, face, vertices, edges, and corners. (2*, 3) 2. G.2.1 Identify a square. (2*, 3) 2. G.2.2 Identify a rectangle. (2*, 3) 2. G.2.3 Compare a square and rectangle. (2*, 3) 2. G.2.4 Divide a rectangle into equal sized rows and columns of same size squares. (2*, 3) 2. G.2.5 Count the squares to find the total number of them. (2*, 3) 2. G.3.1 Define and model words-halves, thirds, half of, a third of, fourths, etc. (2*, 3) 2. G.3.2 Identify equal shares. (2*, 3) 2. G.3.3 Separate circles and rectangles into two, three, or four equal shares. (2*, 3) 2. G.3.4 Show that equal shares of identical wholes do not need to have the same shape. (2*, 3) 2. G.3.5 Create models and drawings to represent fractions. (2*, 3) half halves thirds fourth fractions whole symmetry 7

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